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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas
Kristen Lindahl, Christian Fallas Escobar, Kathryn Henderson
TESOL Quarterly (2021) Vol. 55, Iss. 4, pp. 1190-1220
Closed Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach
Özgehan Uştuk, Bedrettin Yazan
TESOL Quarterly (2023) Vol. 58, Iss. 1, pp. 363-393
Open Access | Times Cited: 24
“The best way to get to know a student is to know their community”: fostering pre-service teachers’ critical multilingual language awareness through linguistic community walks
Lucía Cárdenas Curiel, Laxmi Prasad Ojha, Luqing Zang, et al.
International Multilingual Research Journal (2024) Vol. 18, Iss. 3, pp. 232-253
Open Access | Times Cited: 7
Pedagogizing identity through perezhivanie: A longitudinal study of identity-oriented practicum in Türkiye
Özgehan Uştuk, Bedrettin Yazan
Teaching and Teacher Education (2024) Vol. 146, pp. 104643-104643
Closed Access | Times Cited: 7
Emotional Entanglements and Intersectional Language Teacher Identities in Critical Autoethnographic Narratives
Bedrettin Yazan
International Journal of Applied Linguistics (2025)
Closed Access
Costa Rica, English in
Henry Sevilla‐Morales
(2025), pp. 1-12
Closed Access
Building teacher candidates’ self-efficacy beliefs about the education of multilingual learners: A linguistically responsive approach
Laura Mahalingappa
Teaching and Teacher Education (2023) Vol. 131, pp. 104190-104190
Closed Access | Times Cited: 10
Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye
Bedrettin Yazan, John Turnbull, Babürhan Üzüm, et al.
TESOL Quarterly (2023) Vol. 57, Iss. 3, pp. 775-803
Open Access | Times Cited: 10
“I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing
Christian Fallas Escobar, Kathryn Henderson, Kristen Lindahl
Modern Language Journal (2022) Vol. 106, Iss. 1, pp. 196-215
Closed Access | Times Cited: 15
Raciolinguistic chronotopes in bilingual teacher candidates’ language portraits: A call for centering race in bilingual teacher education
Christian Fallas Escobar, Ryan W. Pontier
Bilingual Research Journal (2024) Vol. 47, Iss. 1, pp. 58-76
Closed Access | Times Cited: 2
Development of linguistic critical consciousness of multilingual preservice teachers of color
Laura Mahalingappa
International Multilingual Research Journal (2024) Vol. 18, Iss. 3, pp. 290-308
Closed Access | Times Cited: 2
Language teacher candidates of color's critical emotional work toward interrogating raciolinguistic shame
Hazel Vega, Christian Fallas Escobar
Linguistics and Education (2024) Vol. 82, pp. 101306-101306
Closed Access | Times Cited: 2
Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals
Jorge Solís, Kristen Lindahl, Bedrettin Yazan
TESOL Journal (2024)
Closed Access | Times Cited: 2
Educators’ Stancetaking on Standardized English: From Prescriptivist to Critically Conscious and Somewhere In-Between
Kate T. Anderson, Sara Rodríguez-Martínez, Sae saem Yoon
Journal of Language Identity & Education (2024), pp. 1-16
Closed Access | Times Cited: 1
Navigating monolingual language ideologies: Educators’ “Yes, BUT” objections to linguistically sustaining pedagogies in the classroom
Kate T. Anderson, Chris K. Chang‐Bacon, María Guzmán Antelo
International Journal of Bilingualism (2024) Vol. 28, Iss. 4, pp. 618-634
Closed Access | Times Cited: 1
Medical Student and Faculty Attitudes Toward Translanguaging with Spanish-Speaking Patients
Pilar Ortega, Kevin C. Tan, Josh Prada, et al.
Journal of the National Hispanic Medical Association (2024) Vol. 2, Iss. 1, pp. 3-12
Open Access | Times Cited: 1
Content-area teacher candidates’ identity work in an online teacher education course
Jessica McConnell, Zhongfeng Tian, Bedrettin Yazan
System (2024) Vol. 123, pp. 103348-103348
Closed Access | Times Cited: 1
Identities of non-English-dominant teachers in transnational language teacher education: A systematic review
Itsaraphap Moonthiya, Marie Stevenson
Teaching and Teacher Education (2024) Vol. 149, pp. 104707-104707
Open Access | Times Cited: 1
Pedagogizing Identity in Professional Development: The Case of Two Native English-Speaking Teachers in Hong Kong
Özgehan Uştuk, Guangwei Hu
RELC Journal (2024)
Open Access | Times Cited: 1
Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use
Francis John Troyan, Loretta Fernández, Zhenjie Weng, et al.
Foreign Language Annals (2023) Vol. 56, Iss. 4, pp. 888-911
Open Access | Times Cited: 4
Hard Time Seeing the Relevance
Tasha Austin
International Journal of Literacy Culture and Language Education (2022) Vol. 2, pp. 20-38
Open Access | Times Cited: 7
Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions
Babürhan Üzüm, Bedrettin Yazan, Netta Avineri
Language Teaching Research (2022)
Closed Access | Times Cited: 7
Critical language awareness in teacher education: an experiment at the intersection of language, identity, and ideologies
Laura Mahalingappa, Nihat Polat, Carla Meyer
Journal of Multilingual and Multicultural Development (2022), pp. 1-19
Closed Access | Times Cited: 6
Using community cultural wealth as a lens in teacher preparation for cultural and linguistic diversity
Shuzhan Li
TESOL Journal (2022) Vol. 13, Iss. 3
Closed Access | Times Cited: 3
‘I feel like they don’t want us to stay’: identity negotiation and agency of international prospective teachers learning to teach in the United States / ‘Tengo la sensación de que no quieren que nos quedemos’: negociación de identidad y agencia de futuros docentes internacionales que aprenden a enseñar en los Estados Unidos
Yue Bian
Journal for the Study of Education and Development Infancia y Aprendizaje (2024) Vol. 47, Iss. 4, pp. 796-823
Closed Access
Pedagogizing Identity in Teacher Education Through Critical Autoethnographic Narrative
Bedrettin Yazan
RELC Journal (2024)
Open Access
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